Empowering underprivileged parents in the inclusion, development - PowerPoint PPT Presentation

Empowering underprivileged parents in the inclusion, development and rehabilitation of their child Year of development ENOTHE 23 October 2015 Maya Bruyneel - Niki Bulckmans - Marieke Vanhalst

Index 1. Introduction 1.1 Link year of development 1.2 Concepts 1.3 Numbers 1.4 Poverty and children's development 1.5 Empowerment and parent empowerment 1.6 Presentation services Belgium and Nepal 2. Cases 3. Findings 4. Take home messages 5. Conclusion 23.10.2015 2

1. Introduction 23.10.2015 3

1.1 Year of deveopment “Our world, our dignity, our future” 23.10.2015 4

1.2 Concepts • Poverty • Vulnerable population • Deprived population - underprivileged population • Intergenerational transmission of poverty • Social exclusion 23.10.2015 5

1.3 Numbers • Underprivileged population in Belgium: • 21,2 % people (EU-SILC 2014) • 11,4 % children (Kind en Gezin Vlaanderen, 2014) • 9,1 % children (European Child Deprivation Index, 2009) 23.10.2015 6

1.4 Poverty and children’s development • Negative psychological well-being of parents ( Brody et al., 1994; Conger, et al.,1994; Lee, Lee & August, 2011) . • A uthoritarian education • Inconsistent education • Less affection • Poor interaction • Difficulties at school (Katz, Corlyon, La Place & Hunter, 2007; Mistry, Vandewater, Huston & McLoys, 2002) • Less involvement or participation in schoolactivities (Katz, Corlyon, La Place & Hunter, 2007; Mistry, Vandewater, Huston & McLoys, 2002) • Children’s scores at school are significantly lower than middle and upper class children on measures of math and reading. (Gershoff, Aber,n Raver, & Lennon, 2007; Lee & Burkam, 2002, Carey E. Cooper, 2010) 23.10.2015 7

1.4 Poverty and children’s development • Increased risk for physical health problems : obesity, asthma, mental health problems (depression, anxiety) and behavioural problems (ADHD and antisocial disorder.) (Currie, 2005; Samaan, 2000 ; Cooper, 2010) • More referral to special education (Blaire & Scott, 2002; Entwisle & Alexander, 1993; Gershoff et al. 2007; Lee & Burkam, 2002; Yeung, Linver, & Brooks- Gunn, 2002 ; Cooper, 2010) • Children in generation poverty have more risk for an unsafe attachment and bonding than other children. This because their caregivers are mainly insecurely attached and reflect this on their children and through the negative life events these children experience there is less continuity in the bonding process . (Geenen, G. & Corveleyn , J. ,2011) 23.10.2015 8

“I want m my chi hildren en t to ha have i e it better er t than han I I've had ad i it b t bef efore. . It' t's n not eas ot easy t to o do o th things differ eren ently, b better er.” (Anna in Kauwenberg, Belgium) ‘ ‘ Histo tory is s no not dest stiny ’ ’ (Selma Fraiberg) 23.10.2015 9

Where you think of when you hear the word empowerment? 23.10.2015 Enabling Meeting Support personal needs Understanding Strengths- the based environment strengthening Dialogue Empowerment Mutual aid Respect Acces to Stronger resources together Participation Self-efficacy 10

1.4 Empowerment Empowerment refers to an individual’s ability to mobilize and apply strategies that lead to greater control over one’s life by influencing their interpersonal and social environments (Dempsey and Dunst, 2004 cited in Fox, Nordquist, Billen & Savoca, 2015, p 462) . 23.10.2015 11

1.5 Parent empowerment • Family-centered philosophy • Direct outcome of programs • Parenting self-efficacy (PSE) (Dunst & Trivette, 2009; Ingber & Most, 2012; Trivette et al., 2010). 23.10.2015 12

1.6 Projects 23.10.2015 13

SGCP Nepal • Provides services to children with cerebral palsy and their parents • Only non-governmental an non-profit organisation dedicated to people with cerebral palsy (CP) and their family in Nepal • Helps thousands of individuals each year • Associate organisation member of the International Cerebral Palsy Society, Londen 23.10.2015 14

Center Kauwenberg Missi ssion: : • Elimination of social exclusion of underprivileged families and families in generational poverty Values: • Strength-based working • Meaningful activities • Dialogue • Making resilient • Respect & equality 23.10.2015 15

De Kompanjon Pri rinciples • Preventive • Study support and parenting at home • Using students => Increase educational opportunities Values • Parents are centred • Empowerment • Theory of presence • Easy accessible • Student use their own background => Framed by the coach 23.10.2015 16

2. CASES  What are the facilitators and barriers for parent empowerment in the case?  What would you do as occupational therapist to empower? 23.10.2015 17

3. Findings Micro level: individual Meso level: community Macro level: policy - society 23.10.2015 18

Micro l lev evel el: individ idual al 3.1 Micro level Information exchange • Promote problem-solving skills (Thompson et al., 1997) • Promote small positive outcomes (Sousa and Rodriguez, 2012) • Relation of trust • Being flexible • Adopting a more informal approach • Maintaining frequent contact • Participation in decision making • Partnership between parents and support workers (Solomon, 1976 • in Dempsey & Dunst, 2004) 23.10.2015 19

Meso so lev evel el: 3.2 Meso level comm mmunity Making larger societal change possible • Creating new networks • Case-management (Thompson et al., 1997) • 23.10.2015 20

3.3 Macro level Macro l lev evel el: policy y - societ iety Advocating • Influence on law and policy • Changing in society • Participation in groups of interests • 23.10.2015 21

Final issue… What is the added value of an occupational therapist in an organization working with underprivileged families? 23.10.2015 22

4. Take home messages? What will you use in your practice? 23.10.2015 23

5. Conclusion Occupational therapists can contribute towards social cohesion and inclusion of occupational deprived and excluded groups. An important task for occupational therapist is to empower underprivileged parents to enhance their and their children's quality of life. This in line with the idea of participation of the WHO and WFOT. 23.10.2015 24

6. References • Alexander, K. L., Entwisle, D. R., & Thompson, M. S. (1987). School performance, sta- tus relations, and the structure of sentiment: Bringing the teacher back in. American Sociological Review, 52, 665-682. • Berg, I. K. & De Jong, P. (1996) ‘Solution-building conversations: co-constructing a sense of competence with clients’, Families in Society, vol. 77, pp. 376–391. doi: 10.1606/1044-3894.934. • Blaire, C., & Scott, K. G. (2002). Proportion of LD placements associated with low socioeconomic status: Evidence for a gradient? Journal of Special Education, 36, 14–22. • Brody, G. H., Stoneman, Z., Flor, D., McCrary, C., Hastings, L., & Conyer, O. (1994). Financial resources, parent psychological functioning, parent co-caregiving, and early adolescent competence in rural two-parent African-American families. Child Development, 65(2), 590–605. • Chronic Poverty Research Centre (2015). Intergenerational transmission of poverty . Geraadpleegd op 28 september, 2015 via: http://www.chronicpoverty.org/page/igt • Conger, R., Ge, X., Elder, G., Lorenz, F., & Simons, R. (1994). Economic stress, coercive family process, and developmental problems of adolescence. Child Development, 65(2), 541–561. 23.10.2015 25

• Cooper, C. E. (2010). Family poverty, school-based parental involvement, and policy-focused protective factors in kindergarten. Early Childhood Research Quarterly , 25 (4), 480–492. • Cooper, C. E., Crosnoe, R., Suizzo, M. -a., & Pituch, K. a. (2010). Poverty, Race, and Parental Involvement During the Transition to Elementary School. Journal of Family Issues, 31(7), 859–883. http://doi.org/10.1177/0192513X09351515 • Currie, J. (2005). Health disparities and gaps in school readiness. Future of Children, 15, 117–138 • Dempsey, I., & Dunst, C. J. (2004). Helpgiving styles and parent empowerment in families with a young child with a disability. Journal of Intel- lectual & Developmental Disability, 29, 40–51. doi:10.1080/13668250410001662874 • Dempsey, I., & Keen, D. (2008). A Review of Processes and Outcomes in Family-Centered Services for Children With a Disability. Topics in Early Childhood Special Education, 28(1), 42–52. http://doi.org/10.1177/0271121408316699 • de Neubourg, C., Bradshaw, J., Chzhen, Y., Main, G., Martorano, B. & Menchini, L. (2012). Innocenti working paper: child deprivation, multidimensional poverty and monetary poverty in Europe. (Onderzoeksrapport). Geraadpleegd op 3 oktober, 2012 via: http://www.unicef- irc.org/publications/pdf/iwp_2012_02.pdf • Dunst, C. J., & Trivette, C. M. (2009). Meta-analytic structural equation modeling of the influences of family-centered care on parent and child psycho- logical health. International Journal of Pediatrics, 1–10. doi:10.1155/2009/576840 23.10.2015 26